SCHOOL LEADERS' VIEWS OF THE CONSEQUENCES OF PROTESTER VIOLENCE ON SELECTED SOUTH AFRICAN SCHOOLS

Mpopoli Vuma and Bonginkosi Hardy Mutongoza
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Mpopoli Vuma: Lecturer, Department of Early Childhood Care Education, University of Fort Hare, South Africa
Bonginkosi Hardy Mutongoza: Lecturer, Department of Foundations and Pedagogical Studies Education, University of Fort Hare, South Africa

Social Sciences and Education Research Review, 2025, vol. 12, issue 2, 125-131

Abstract: The reputation of schools' status as 'safe spaces' is under threat in South Africa, both from within the school and also from outside the schools. While service delivery protests are traditionally recognised as affecting other day-to-day activities in communities, their impact is often left unaccounted for in relation to the right to education as professed in the South African constitution. This study sought to explore school leaders' lived experiences of the consequences of protester violence on selected South African schools using Urie Bronfenbrenner's Ecological Systems Theory to discuss and explain the research phenomenon. Using a qualitative approach and underpinned by a phenomenological design, the data were collected using semi-structured interviews with 17 purposively sampled school principals at public schools in Umjindi Circuit under the Ehlanzeni district of the Mpumalanga Department of Education.The study found that violent protests severely disrupt schools through threats and assaults on staff and learners, vandalism, theft, and interruptions to teaching and assessment. These events led to absenteeism, academic decline, trauma requiring counselling or hospitalisation, and financial strain from repairing damage. Together, they destabilise schools as safe learning spaces. Practical responses include strengthening safety preparedness with clear procedures and local law enforcement support, providing accessible counselling, and adopting flexible catch-up and assessment measures. Building regular dialogue with parents and community leaders may also prevent grievances from escalating into school-based violence.

Keywords: Education; Protests; Psychosocial wellbeing; Schools; Violence (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:12:y:2025:i:2:p:125-131

DOI: 10.5281/zenodo.17870673

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